
BUSY 





WORK 



CHAPIN 




BUSY WORK, 



MANUAL 



FOR 



Primary Teachers, 



n->> ,j- 1.C- ,,' ,, 

"' ' A. p; bHAPIN. 



EDITOR OF EDUCATIONAL GAZETTE. 



ROCHESTER, N. Y. : 
Educational Gazette Co., 



PREFACE, 



M 






THIS little manual is intended to be suggestive 
rather than exhaustive. The ingenious teacher 
will be able to elaborate the v^ork here given and to 
add many other exercises adapted to her surroundings. 
The collection of materials should be commenced 
v^ithout delay and carried on at all times. Recepta- 
cles should be provided for keeping all such materials. 
The importance of this work can not be overesti- 
mated. 



• • • *>• ••• • • •• J** 



Copyright 1S91, hy A. P. Clicqnn. 



INTRODUCTION, 



y^ CTIVITY is a natural law of childhood. The 
J(^^ successful teacher carefully observes this law 
and so shapes her work as to meet the requirements 
of it. This activity should not be repressed. It 
is the natural result of the child's developing faculties, 
and is just what the Creator intended. 

The work of the teacher is to guide this activity 
into proper channels — keep the little ones busy, and 
thus unfold and strengthen those faculties of body 
and mind which will fit them for the great work 
of life. 

The teacher in our public schools who has from 
twenty-five to sixty pupils under her care finds it 
impossible to give her personal attention to each 
individual pupil all of the time. This is especially 
true in ungraded or country schools where the teacher 
has several grades of pupils and a large number of 
classes. The teacher's time is fully occupied, and 
hence she finds it well-nigh impossible to devise the 
many things needful to keep the little ones interested 
and busy when not reciting. It is to meet this 
oft-felt want that these devices have been prepared. 



BUSY WORK. 

The employment of pupils at their seats, or, as it 
is more commonly termed, busy zvork, is a subject in 
which the earnest teacher of primary classes is always 
interested. Necessity compels us to be on the alert 
for new ways and means of interesting the little ones 
and employing their hands, and we gratefully accept 
whatever new ideas reach us in connection with this 
department of primary work. Many successful teach- 
ers have attributed a great measure of their success 
to the fact that they have managed to keep their 
classes interestedly busy. 

Before reminding you of what busy work is, let 
me state briefly what it is not. It is not play ; nor is 
it merely a device for preserving a similitude of 
silence in the class-room. It is, or should aim to be, 
developing interesting work closely connected, when 
possible, with the work of the various classes. Even 
in the best regulated classes, if the same slate exer- 
cises be given day after day, they will be performed 
in a listless, indifferent manner. But introduce some 
new feature and observe the increased activity and 
the growing interest. There are no idle hands to fall 



6 BUSY WORK. 

into mischief, and there is no necessity for impatient 
glances in the direction of the seats, for, although 
there may be a suggestion of noise, you feel assured 
that it is a busy hum from a hive of workers. 

Suppose, in the phonic lesson, you have been 
introducing a new letter, give as employment to the 
class, then taking their seats, some work that will 
tend to impress this new element. It must, of course, 
so far differ from the lesson as to prevent any feeling 
of monotonous repetition. You might ask the chil- 
dren to write, or find in their readers, as many words 
as possible containing the new letter. When a list of 
ten words has been made, ask them to start at the 
first and write a little sentence, or "story," as they 
call it, containing each word. To make the exercise 
more difficult and suitable for a higher class, require 
two or more words containing the new sound or com- 
bination in each sentence. As supplementary to this 
exercise you may allow pictures to be drawn of the 
objects named. Some inventive geniuses will take 
great interest in this sort of work. But, as a source 
of never-failing delight and, I may add, development, 
let me recommend the shoe-pegs. A few pegs or 
short tooth-picks, or anything of the kind, placed on 
each slate will greatly interest the very little ones and 
afford plentiful scope for ingenuity and originality. 



BUSY WORK. 7 

Houses, tables, chairs, wheels, flags, streets, mathe- 
matically defined trees, leaves, etc., will fill the slates. 
To impress the value of a number you may also use 
the pegs with good effect. Let the pupils place pegs 
to make eight, for instance, in as many ways as pos- 
sible. This will provide employment for a consid- 
erable length of time. Ask the pupils to write the 
numbers below one hundred, or any other numbers 
decided upon, in a similar way. 

The half-inch blocks which it is necessary to have 
scratched on the slates for the drawing lesson will 
furnish extra employment for the *' quick" pupils, 
those who invariably finish their work before the 
others. These are generally the ones who most need 
steady employment, therefore it is well to provide for 
the contingency. 

Additional exercises in which children of town 
or city schools will take great interest : 

Write names of 

1. All the streets running east and west. 

2. All the streets running north and south. 

3. All the objects in the school-room. 

4. Things seen on the way to school. 

5. Things in a grocery store, a fruit dealer's, etc. 



8 BUSY WORK. 

Just a word regarding^ the inspection of the slates. 
Do not consider the time used in examining slates 
lost or wasted. It is well spent, even though it may 
shorten the lessons. But, when done systematically, 
it can be done quickly. It is the only way to pre- 
vent careless or inaccurate work. We cannot expect 
the majority of children to take pride or pleasure in 
doing neat, accurate work when notice is seldom, if 
ever, taken of it. We need to remind ourselves of 
the truth that children are, in reality, miniature men 
and women, that they have their ambitions very like 
our own, with a love of approbation highly developed. 
We need to keep in touch with the children, to sym- 
pathize more thoroughly with them. We require the 
*' child-heart " with the womanly mind to understand 
and meet the dilBculties of the primary rooms, and 
with the love and patience that ought to come from 
such a combination, we shall surely succeed in keep- 
ing the discouragements in the background, and 
hoping for their disappearance in days to come. 



MATERIALS AND HINTS FOR BUSY WORK. 

The teacher of Primary Grades with a little in- 
genuity, some industry, and a small expense can pro- 
vide an abundance of materials for use in profitable 



BUSY WORK. 9 

busy work exercises. Below is given a list of ma- 
terials. 

1. Kernels of corn to count and string. 

2. Straw to cut in i, 2, 3, 4, 5 and 6 inch lengths, 
and tie in bundles of 10 and its multiples. If de- 
sired, color with diamond dyes and sort the colors to 
use in counting and making patterns, as in stick- 
laying, etc. 

3. Paper for cutting, free hand, into definite 
shapes and sizes : as, one-inch squares one-inch cir- 
cles, ond oblongs one by two inches, forms of the 
outlines of the most familiar fruits from paper — 
the apple, pear, plum, etc. ; also vegetables, as onion, 
turnip, tomato, etc. 

4. Narrow strips of cloth cut a foot long, a yard 
long, a meter long, etc. Brass-headed tacks should 
mark upon blackboard, -trays, or window sills the 
foot, yard, decimeter, and meter, in plain view of 
pupils, and where they can be conveniently used. 

5. Cut string or rope into rod lengths and dekame- 
ter lengths, and have the sides of school grounds, or 
the side of the road in front, measured by chil- 
dren, each unit measured being marked by a little 
peg driven down. 



10 BUSY WORK. 

6. You need a set of measures for dry measure. 

7. A common scale which weighs to eight pounds. 

8. A barrel of modeling-clay. 

9. Sets of wooden models. The number of boxes 
to equal half the number of children in a class. 

10. Two thousand lower-case alphabets (for school 
of fifty pupils,) printed on sheets, cut up, and stored 
in boxes for use in preparation of spelling and read- 
ing lessons. 

11. Two thousand sets of figures printed in the 
same way, and stored for busy work in number. 
Do not print signs -|-, — , X, -;-; let these be simply 
written upon blackboard as an indication of the 
kind of work desired, and allow pupils to lay simply 
the combinations and make the signs. 

Every one who has any knowledge of children 
has noticed the habit they have of gathering and 
hoarding all kinds of objects, such as pieces of crock- 
ery, stones, etc. They become treasures to them. 
The contents of a boy's first pocket will interest any- 
one. It is a collection of broken china, curious 
pebbles, marbles, nails and pieces of string. How 
often when these are taken out in the school-room, 
are they confiscated by the teacher. 



BUSY WORK. I I 

There is a valuable hint in this which the wise 
teacher will act upon. Children must have some- 
thing to do, and the primary teacher must devise 
some simple apparatus for "busy work" for her 
young children. At a trifling cost, a variety of 
things may be gathered which will not only employ, 
but also teach the pupils. 

If possible, have a long table made with drawers 
on both sides for holding materials. Have chairs 
placed around the table, and when the pupils are 
restless and uneasy, give them seats at the table 
and set them at work. 

SLICED PICTURES. 

Let them paste pictures on thin card board, then 
cut them in pieces. Keep a large boxful of these, 
and give each child a small box containing a sliced 
picture which he is to put together. 

STRINGING BEADS. 

A number of needles threaded with stout thread, 
and a box of brightly colored beads will give lasting 
employment. The pupils will take pleasure in assort- 
ing colors, and arranging the beads according to size. 

COPYING PICTURES. 

Keep a quantity of drawing cards on hand. 
Pieces of stout manilla paper will answer. Draw 



12 BUSY WORK. 

simple outlines on the board, provide each child 
with a pencil and card, and let them copy the pic- 
ture. 

CUTTING PICTURES. 

After the child has drawn his pictures he may 
learn to cut them out. Each child should have a 
little box in which to keep his own work. 

SORTING SPLINTS. 

Have several little boxes of colored splints, and 
let the children sort those of the same color. The 
splints may be colored with diamond dyes. This will 
be a good exercise for the youngest pupils. 

BUILDING BLOCKS. 

These may be bought or picked up at a planing 
mill. A large boxful of these will be a great help, 
for the children will enjoy building houses, bridges, 
etc. 

SCRAP BOOKS. 

Encourage the children to collect pictures at 
home for their scrap books. In this way a large 
number of pictures may be got together. Any old 
blank book with every other leaf cut out will do to 
paste them in. But they may be made of manilla 
paper. One book may be devoted to animals, 
another to flowers, etc. 



BUSY WORK. 13 

STORY MAKING. 

Paste pictures on card board or thick paper. 
Distribute them among the children, and ask them 
to tell a story about them. You will be surprised to 
see how many ideas they will bring out. 

These are only suggestions ; the teacher will be 
able to make many additions. The secret of success 
with small children is to keep them occupied. To 
teach them is to keep them occupied with things that 
call for greater exertion to-day than yesterday. 



READING. 



Busy work should be, not only attractive, but 
profitable, and so arranged that it will supplement 
and help the work done in recitation. Let us sup- 
pose that the new word for to-day' s lesson is basket. 
After the object has been talked about, the word 
written on the blackboard and used in sentences 
which are read by the class, they are ready for seat- 
work. First have them copy the word a number of 
times upon their slates, then draw several pictures 
from the object itself ; next make an outline of the 
object upon their desks with shoe-pegs and match- 
sticks. The drawing and stick-laying have afforded 



14 BUSY WORK. 

them change and rest, and they are ready again for 
the copying. Now have them copy a short sentence 
containing the new word. 

1. Write the words of your last reading lesson in 
columns, making four columns. 

2. Arrange the words of your last reading lesson 
alphabetically ; that is, copy first those words that 
begin with a, then with b, and so on. 

3. Arrange the words of your last reading lesson 
in columns, placing in the first column words of one 
syllable, in the second words of two syllables, and 
so on. 

4. Arrange the words of your last reading lesson 
in columns, placing in the first words of two letters, 
and in the second words of three letters, and so on. 

5. Copy from your reading lessons all the words 
beginning with capital letters. 

6. Copy from your reading lessons all the name 
words. 

7. Write on your slate the number of lines in 
your reading lesson. 

8. Write on your slate the number of periods in 
your reading lesson ; the number of commas ; of 
question marks ; of semi-colons ; of hyphens ; of 
apostrophes. •• 



BUSY WORK. 15 

IN PRIMARY NUMBER. 

Much of the black-board work, which must be 
prepared for each new class of beginners, may be 
preserved in permanent form in home-made charts. 
These charts save writing, and are of especial con- 
venience to the country teacher, who is often limited 
in blackboard space. Large sheets of manilla paper 
may be obtained for three or four cents a sheet. 
Pictures and forms can be found in fruit catalogues, 
or cut from colored paper or advertising cards. A 
short description is here given of a chart made by the 
teacher of a country school. The first page consists 
of pictures in groups of ones and twos. On the top 
of the second page are one circle, the figure one and 
the printed word one. Below is drawn a slate on 
which are outlined pictures, each of one object, for 
drawing copies ; and also the word one written three 
times in ruled lines. The third page illustrates the 
number Hvo iji a similar manner. Next are intro- 
duced the signs -|-, — , and =. The equations 
I -|- I = 2 and 2 — 1 = 1 are also given. These are 
to be copied until learned. Every step is intended to 
be illustrated with a variety of objects. This page 
will furnish a week's work, or more, for the pupils. 
By the use of pictures, tJiree is introduced, both as a 



l6 BUSY WORK. 

whole and in parts. Three pansies together show 
one three. Three thimbles separated are three ones. 
One blackberry removed a little distance from two 
berries groups the number into one and two. These 
ideas are repeated in different forms and pictures. 
The children are required to make complete sentences, 
and led to tell number stories suggested by the pic- 
tures. A review page follows, containing pictures in 
groups of ones, twos, and threes, to be recognized 
at sight. The slate under tJirce is like that already 
described. Each of the following numbers, to ten, 
is illustrated in much the same manner. No group 
greater than five is given for sight recognition. Each 
number is measured by all numbers within its limits ; 
for example : seven is grouped first by ones, next by 
three twos and one, by two threes and one, and so 
on in order. The outline drawings upon the slate are 
by groupings into parts and are intended to be read 
as equations, thus : Three varied crosses and two 
crosses are five crosses. Four ladders and one ladder 
are five ladders. 

Have a little class represent counting by drawing 
a given object in this way (See cut). They may also 
represent it backwards, beginning with ten and going 
down to one. 



BUSY WORK. 17 

o 

o o 

000 

0000 

00000 

000000 

0000000 

00000000 

000000000 

0000000000 

The little ones may be directed to draw one flag, 
two tents, three carts, four houses, etc. 

Give out five circles, or any desired number, cut 
from colored paper. Direct the class to arrange 
them in some design and draw the design on the 
slate, then arrange them in defferent designs, draw- 
ing them afterward on the slate. The slate work 
will be a record of what has been done. Sometimes 
have the colored paper pasted on cards in these same 
designs. 






































00 











000 









1 8 BUSY WORK. 

Place in envelopes squares cut from colored papers, 
and short sticks, as broken toothpicks. With these, 
have addition stories made, using sticks to make the 
signs. 

□ □ OO DD o 

Direct the class to write out all the sets of exam- 
ples in a given number, as far as 8. 

1 + 7 = 8 2 + 6 = 8 3 + 5 = 8 4 + 4 = 8 

7 + 1 = 8 6 + 2 = 8 4 + 4 = 8 8-4 = 4 

8-1 = 7 8-2 = 6 8-3 = 5 2X4 = 8 

8-7=1 8-6=2 8-5=3 4X2=8 



8-^2 = 4 

8^4 = 2 



NUMBER WORK FOR BEGINNING CLASSES. 

Exercises with cardboards of different colors, cut 
in inch squares, for l^usj/ ivork. 

Each child is given a box of squares. 

After the attention of the children has been 
secured, the teacher writes on the board one of the 



BUSY WORK. 19 

following exercises, and the children put the squares 
on their desks in such a way as to correspond with 
the figures given by the teacher : 
I. Teacher writes on the board : 



I 










2 










3 










4 










5 
6 










7 
8 










9 






• 




Children arrange 
these O's : 


the 


squares 


as indicated 


by 













00 










000 










0000 










00000 










000000 










0000000 










00000000 










000000000 













BUSY WORK. 


Teacher : 


Children : 


2 


O O 


4 


o o 


6 


oo ooo o 


8 


oooooooo 


lO 


0000000000 


Teacher: 


Children: 


I 


o 


3 


ooo 


• 5 


O 


7 


o o o o o o o 


9 


ooooooooo 


II 


ooooooooooo 



4. The following exercise will also be found very 
helpful. Teacher writes on the board one figure, 7 
for instance. Children represent with their squares 
as many two numbers as they can think of, which 
together make 7: 

CJuldren : 

000000 0000 00 

o 000 00000 

The same material may also be used to represent 
forms for drawing. The squares can be put together 



BUSY WORK. 



21 



to make many beautiful designs. The children 
delight in inventing new things, and they very soon 
learn to do the work without any help from the teacher. 
Teachers who are in need of something to keep 
the little folks busy, will find the exercise with 
squares very helpful. 



BUSY WORK IN DIVISION. 

The following may be written on the blackboard 
and the pupils required to copy the table on their 
slates, writing results in place of the dots, for recita- 
tion exercise. The teacher or a pupil points to the 
dots on the right of the vertical lines, while the pupils 
in turn name results. The table may be extended to 
include other divisors and dividends, also the opera- 
tions of addition, subtraction and multiplication : 

^4 ^4 ^4 ^-4 



4 


3 


6 


7 


. 


8 


9 


10 


II 


. 


12 


13 


14 


15 


. 


i6 


17 


18 


19 




20 


21 


22 


23 




24 


25 


26 


27 




28 


29 


30 


31 




32 


33 


34 


35 




36 


37 


38 


39 





22 BUSY WORK. 

STICK-LAYING. 

The accompanying page of designs for stick-laying 
illustrates many of the forms. No. i may represent 
to the child a line of soldiers, No. 2 a row of tents, 
and Nos, 3 to 7 letters of the alphabet. Nos. 7 to 13 
outline with three sticks each a camp stool, a flower 
pot, letters of the alphabet, and a table. With four 
sticks are represented a square, diamonds, or rhombs 
in different positions, a picture frame, letters of the 
alphabet, a gate, dipper, old-fashioned straight chair, 
camp chair, front of a house, steps, and windows. 
With five sticks, Nos. 27 to 30, are shown a fence, a 
flag, and another house front. 

Now increase the number of inch sticks in the 
envelopes to eight of each color and vary the repre- 
sentation of objects by symmetrical designs. The 
children should be encouraged to invent, and any 
pretty design made by one pupil placed on the black- 
board for all to copy. No additional sticks should be 
given until each child can lay six different designs in 
a neat row upon the desk, each design composed of 
eight inch sticks of but one color. Nos. 30 to 36 
show some of the forms which can be made. 

If the children have learned in the work already 
given, to match and name the colors and to draw 

tL.ofC. 



BUSY WORK. 23 

lines which approximate an inch in length, they are 
able to use sticks of different lengths. It will be well 
to limit the colors to two. These combinations 
should consist of the complimentary colors red and 
green, orange and blue, or purple and yellow. Place 
in each box or envelope four three-inch sticks, four 
two-inch sticks, and twelve inch sticks of each of the 
two colors selected, making forty sticks in all. The 
use of two rather than six colors gives a prettier 
appearance to the child's work, even if the combina- 
tion of two colors in any one row or design is 
avoided. 

Had so many sticks been given at first the little 
beginner would have been confused, but now that he 
has some idea of representing objects he will be 
delighted with the abundance of material. New 
forms will suggest themselves and the symmetrical 
designs already learned will furnish the keys for new 
ones. The teacher should continue the practice of 
placing a new drawing on the blackboard for each 
lesson, for the power to invent grows by seeing new 
inventions. 

The sticks are of great value in teaching numbers. 
In the following quotation from Mrs. Kraus' Kinder- 
garten Guide is a device in counting which prepares 
the child for the study of the tables : 



24 BUSY WORK. 

'*With three sticks the child commences by 
arranging them in an orderly manner on the lines of 
the table at even distances, and then counts all the 
sticks in groups, always laying stress on the third 
number ; viz., 

One, two, three ; 

four, five, six ; 

seven, eight, nine, etc." 

The teacher by questions and directions may lead 
the children to discover many number facts for them- 
selves. By laying the sticks lengthwise and touching, 
the children may find the length of their pencils and 
ruler, the length and width of their slates, books, and 
desks. They should be able to lay quickly and 
neatly an inch square, a two-inch square, or a three- 
inch square ; to enclose a surface of given length and 
width, and to tell the number of inches around it. 

To build a fence around an imaginary yard or field 
will never again be so enjoyed by a pupil as in the 
primary grades. The sticks furnish material particu- 
larly adapted to this class of problems. 

In order to produce clear impressions on this 
point the sticks should not be used to teach the square 
inch. Let the questions relate only to distance and 
call no attention to the area of the enclosed surface. 
The square tablets and folding papers are best for the 
illustration of surface. 



BUSY WORK. 



25 



The children should frequently be asked to lay a 
line of sticks twelve inches in length. If their 
curiosity is aroused to find another name for this 
length or measure they will take great interest in 
stating that twelve inches make one foot. 

1 M I I I I I I A A^A A A 

Ip Vl A Cf" B (J HH P O 
rLTUTLTLn D-D-D-D-a 




47 At ' Xf 



JfS yy 



hri a;^ 




26 BUSY WORK. 

When this fact is thoroughly understood, direct 
them to lay a foot ruler parallel with the line of sticks 
and tell what they see. If the teacher is successful 
in arousing observation, the children will state that 
the ruler is a foot in length and that it is marked into 
inches and parts of an inch. The number of inches 
in a half, a quarter, and a third of a foot can be 
illustrated in a similar manner. 



DRAWING. 

Cut simple forms from cardboard, as fans, leaves, 
butterflies, shoes, etc. Draw what is necessary, as 
buttons on shoes, veins on leaves, etc. Direct chil- 
dren to place the card on the slate and draw around 
it, adding the buttons, veins, etc. 

Cut, from cardboard, circles, squares, rectangles, 
and triangles, two sizes of each. Place in envelopes 
ready for distribution. The pupils are to draw around 
these, inventing figures by combining the various 
forms ; as houses, wagons, etc. 

Direct the pupils to draw a variety of figures, us- 
ing only three straight lines, or only four. 

A class of little ones may be given wooden tooth- 
picks to lay in the same manner. 



BUSY WORK. 27 

BUSY WORK IN SPELLING. 

To keep the children at work and to give an inter- 
esting exercise require lists of words like the follow- 
ing. The competition to give the greatest number of 
words in each list is stimulating. 

1. Write names of objects which are in the 
school-room. 

2. Name objects which you see on your way to 
school. 

3. Name objects used in a kitchen. 

4. Name objects found in a parlor. 

5. Name objects needed in a dining-room. 

6. Write a list of names of vegetables. 

7. Make a list of articles kept ior sale at a gro- 
cery store. 

8. Ditto a dry-goods store. 

9. Ditto a hardware store. 

10. Ditto a furniture store. 

11. Write the names of the girls who are at school 
to-day. 

12. Ditto, names of boys. 

13. Make a list of towns and cities. 

14. Make a list of materials, as iron, wood, etc. 

1 5. Make a list of parts of objects, as hub, tire, etc. 

16. Write a list of names for relatives; as uncle, 
cousin, etc. 



28 BUSY WORK. 

17. Write all the names found in to-day's read- 
ing lesson. 

18. Make a list of names of birds. 

19. Write names of fruits. 

20. Write names of flowers. 



GENERAL EXERCISES. 

1. A pint of shoe-pegs, costing five cents, can be 
used in many ways. A simple table in addition, sub- 
traction, multiplication, or division may be written 
on the board, and then little pupils make it on their 
slates, or desks, with the pegs ; then they can make 
pictures of houses, animals, etc., or form the Roman 
capital letters with the same. 

2. A box of wooden toothpicks, costing eight 
cents, may be used in forming geometrical figures, 
etc. 

3. A fifteen-cent box of colored pencils, or crayons 
gives much pleasure, when the little ones are allowed 
to color the pictures in sample leaves of histories, 
seed and flower catalogues, or to draw outline pictures 
for themselves and then color them. 

4. Give pupils small pieces of newspaper, or 
leaves from old books, and let them write a list of all 
the words that they know. 

5. Write lists of words, each containing a certain 



BUSY WORK. 29 

letter, or all to commence with the same letter, or 
containing a certain number of letters. 

6. Write Roman tables, or tables in figures on the 
board or slate. 

7. Make picture-tables, stars, apples, fishes, dots, 
crosses, etc., instead of figures; let pupils devise 
new pictures for their tables. 

8. Make, or buy, a box of letters ; give a few to 
each child to spell with, etc. 

Counting by twos, threes and fours may be taught 
by paper chains. Cut paper into narrow strips. Show 
the child how to make a ring of one strip by pasting 
the ends, then tell him to put another strip through 
and paste as before. Direct him at first to make two 
links of one color and then two of another. 

9. Distribute to the children wooden toothpicks 
and teach the children to arrange them in definite 
forms. The work will be more attractive to the 
children if the toothpicks are stained various colors. 

10. The children may learn to add by using these 
sticks. 

11. Shoe-pegs maybe used in same manner as 
toothpicks. Arrange them in the form of Roman 
numerals, squares, rectangles, etc. 

12. Beans, peas, corn, beechnuts, acorns, chest- 
nuts and other vegetables and seeds may be used by 



30 BUSY WORK. 

the children in the way of amusement, or they may 
learn to count, add, subtract, multiply and divide by 
their use. 

13. Give children small cards on vv^hich the Ara- 
bic figures are written, one on each card. Have 
them arrange the Arabic figures by the side of the 
Roman characters of the same value. 

14. Have children form little piles of objects of 
any number up to ten or twenty. Then have them 
place by the side of each pile the card on which is 
written the number of objects in the pile and also 
with shoe-pegs or toothpicks represent the same num- 
bers in Roman characters. 

15. Have children count objects and represent 
the number taken in Roman characters with the shoe- 
pegs, also write the number in both Arabic and 
Roman characters on their slates or paper and on the 
blackboard. 

t6. Have children place pegs to imitate certain 
letters, boxes, chairs, window sash and other objects 
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